Head Start Children's Moral Reasoning Predicts Aggressive Forms and Functions

Autor/inn/en	Baker, Erin Ruth; Huang, Rong; Battista, Carmela; Liu, Qingyang
Titel	Head Start Children's Moral Reasoning Predicts Aggressive Forms and Functions
Quelle	In: Early Childhood Education Journal, 51 (2023) 3, S.443-455 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Baker, Erin Ruth)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-022-01313-6
Schlagwörter	Social Services; Federal Programs; Young Children; Moral Development; Thinking Skills; Predictor Variables; Aggression; Behavior Problems; Student Behavior; Poverty; Economically Disadvantaged + Suchen Sie Ihr Suchwort? Social service; Soziale Dienstleistung; Soziale Dienste; Frühe Kindheit; Moralische Entwicklung; Denkfähigkeit; Prädiktor; Student behaviour; Schülerverhalten; Armut
Abstract	This short-term longitudinal study examined how economically-impoverished children's moral reasoning predicts specific aggressive subtypes. Children (N = 106, M[subscript age] = 52.78 months, 51% boys, ethnically diverse backgrounds) from urban Head Start programs completed a structured story-interview pertaining to moral reasoning and judgement of accidental harm. Six months later, teachers reported children's aggressive forms and functions. Findings support that impoverished children in some ways follow similar patterns as more affluent children, yet diverge in important, ecologically-relevant ways. Use of psychological harm reasoning strategies corresponded with less reactive aggression, and use of rule adherence strategies corresponded with less physical-proactive aggression. Findings suggest that conventional reasoning and care-oriented reasoning may work as a buffer to reduce specific aggressive behaviors for impoverished preschool children. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01